Domain Generality and Specificity in Creative Design Thinking

Abstract

An emphasis on design thinking is increasingly prevalent in both professional and educational settings. From maker spaces to prototyping labs to the infusion of creative design thinking into K-12 instruction, principles of design thinking are making their way into a range of educational contexts and interventions. Many of these initiatives are based on creative thinking research and activities, making this research base relevant to the design of design-based educational interventions. In particular, the domain-specific and domain-general aspects of creativity have been studied and debated for decades, and a limited consensus has emerged on the extent to which creative thinking requires a mix of specific and general skills and personal characteristics. But little work has been done to explore the extent to which this previous theoretical and empirical work applies to creative design thinking, yet assumptions about the domain and task specificity of creative design thinking (or lack thereof) have a significant impact on both short- and long-term effects of design-based interventions. In this chapter, we review existing literature on creativity and domain specificity and then examine the degree to which that work is relevant to creative design thinking. Similarities and differences provide insight into design thinking in general and in creative contexts in particular. The chapter ends with an exploration of the implications of the research for teaching creative design thinking and which domain-general skills are particularly applicable.